Citation

Abstract / Synopsis

The usefulness of teacher perceptual data in school organizational climate
and job satisfaction research was illustrated by a study of two selected residential
and two non residential schools in Kuala Lumpur. Seven school climate
dimensions of mission and goal consensus, empowerment, student support,
affiliation, professional interest, resource adequacy and work pressure were
assessed by seventy teachers from residential schools and sixty four teachers from
non residential schools. Comparisons of school climate in the selected residential
and non residential schools revealed statistically significant difference on six
dimensions, namely mission and goal consensus, empowerment, student support,
affiliation, professional interest and resource adequacy. Teachers in the selected residential schools perceived more positive school environments than teachers in
the selected non residential schools.
The selected school teachers' job satisfaction were determined by two
separate measures of facet specific and facet free job satisfaction. Comparisons of
teachers' facet specific job satisfaction in residential and non residential schools
revealed no statistically significant difference on teachers' intrinsic, extrinsic and
social satisfaction. Nevertheless, comparisons of teachers' facet free job
satisfaction in residential and non residential schools revealed statistically
significant difference on all the five global measures of occupation satisfaction,
occupation expectation satisfaction, present job satisfaction, re-entry and optional
retirement decision. Teachers in residential schools were found to be more satisfied
with their facet free overall job satisfaction. Analysis for the combined sample revealed that majority of the teachers
were satisfied with their social satisfaction; only three out of ten teachers
perceived high level of intrinsic satisfaction while seven out of ten teachers were
dissatisfied with extrinsic satisfaction. The overall job satisfaction for the
combined sample was only at the medium level. This study also revealed that
majority of the combined sample only perceived highly of affiliation while the
perceptions for empowerment, student support, professional interest, mission and
goal consensus, resource adequacy and work pressure dimensions were only at the
medium level.